Pre-Service Training in AAC: Lessons From School Staff Instruction The article is designed to provide speech-language pathologists with information they can use in designing hands-on augmentative & alternative communication (AAC) partner training programs directed toward speech-language pathology graduate students and instructional staff working in schools. First, the article develops a rationale for the need for such instruction. Next, it ... Article
Article  |   September 01, 2016
Pre-Service Training in AAC: Lessons From School Staff Instruction
Author Affiliations & Notes
  • Jill Senner
    Technology and Language Center, Inc., Oak Park, IL
  • Matthew Baud
    Niles Township District for Special Education, Morton Grove, IL
  • Disclosures
    Disclosures ×
  • Financial: Jill Senner is the owner/director of Technology and Language Center, Inc. Matthew Baud is the Assistive Technology Coordinator at the Niles Township District for Special Education.
    Financial: Jill Senner is the owner/director of Technology and Language Center, Inc. Matthew Baud is the Assistive Technology Coordinator at the Niles Township District for Special Education.×
  • Nonfinancial: Jill Senner and Matthew Baud have previously published in this subject area. One of these works is referenced in this paper.
    Nonfinancial: Jill Senner and Matthew Baud have previously published in this subject area. One of these works is referenced in this paper.×
Article Information
Augmentative & Alternative Communication / School-Based Settings / Part 2
Article   |   September 01, 2016
Pre-Service Training in AAC: Lessons From School Staff Instruction
Perspectives of the ASHA Special Interest Groups, September 2016, Vol. 1, 24-31. doi:10.1044/persp1.SIG12.24
History: Received December 11, 2015 , Revised March 17, 2016 , Accepted March 21, 2016
Perspectives of the ASHA Special Interest Groups, September 2016, Vol. 1, 24-31. doi:10.1044/persp1.SIG12.24
History: Received December 11, 2015; Revised March 17, 2016; Accepted March 21, 2016

The article is designed to provide speech-language pathologists with information they can use in designing hands-on augmentative & alternative communication (AAC) partner training programs directed toward speech-language pathology graduate students and instructional staff working in schools. First, the article develops a rationale for the need for such instruction. Next, it details necessary elements of such training programs described in the literature. Then, the authors detail the increases in instructional staff use of partner-augmented input following their implementation of a program based upon one of these training approaches. Last, the authors present the lessons they learned that can be applied to the design and implementation of graduate training opportunities in AAC.

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